LB 1576 
.M17 
Copy 1 





age L.e^snns, 
ammar Lessons 



1574 



MacCabe 




Class 



Li)i^% 



Book._/i 



CoipghtN?. 



COFVRIGHT DEPOSIT. 



HINTS FOR LANGUAGE LESSONS 



Plans for Grammae Lessons. 



A HANDBOOK FOB TEACHERS. 



/ 



BY 



JOHN A. MacCABE, M.A., LL.D., 

Principal, Ottawa Normal School, Canada. 



>»ic 



\ IVIAY 11 J- 

BOSTON, U.S.A.: 
GINN & COMPANY, PUBLISHERS, h ' (^ . i ^ 
1892. 



^-^'S^ 



Copyright, 1892, 
By GINN & COMPANY. 



All Rights Reserved. 



Typography by J. S. Cushing & Co., Boston, U.S.A. 



Presswork by Ginn & Co., Boston, U.S.A. 



PREFACE. 



The following Hints for Language Lessons and Plans for Gram- 
mar Lessons are part of the author's instructions in " Method/' as 
given to the students of the Ottawa Normal School. 

It is not claimed for these plans that they are the best which 
can be made for the respective lessons ; but they are at least 
suggestive and make a starting-point or rough sketch, from which 
the intelligent teacher may develop better ones. 

The author has been frequently asked to publish them in book 
form. In complying with this request, he does so with the hope 
that they may be found useful to teachers generally. 

John A. MacCabe. 

NoRBTAL School, Ottawa, 

February, 1892. \\\ 



LANGUAGE LESSONS. 



A person's language is a test and evidence of liis thoughts and 
mental culture. 

In order to " talk " or " speak " well, two things are necessary : 
we must have thoughts or ideas, and we must have a good com- 
mand of language to express these thoughts, — language which 
will ^' set out " these thoughts in all their fulness and power and 
effectiveness. 

The object of language lessons then is, — 

(a) To give the pupil ideas. 

(b) To give him the means and the power to express these ideas. 

Now, with the young pupil, whence is he to obtain his ideas ? 
where did he find what ideas he has on coming to school ? We 
all get thoughts, directly or indirectly, through the activity of 
the intellect; that is, through perception or observation, through 
memory, through imagination, and through reasoning. In the 
child, which of these powers is first awakened ? His powers of 
observation or perception. Consequently, he gets by far the largest 
part of his ideas through his observing powers ; that is, through 
the action of his senses. His memory and imagination will supply 
others. His language, therefore, will in the main refer to what he 
has seen, or heard, or touched, or tasted, or smelled. As, therefore, 
he gets his early thoughts through his observing powers, with, as is 
said above, occasional flights into the fields of memory and imagi- 
nation, the first language lessons, and the greater part of them, 
must be in the field of thought laid out by his observing powers, 
his memory, his imagination, and sometimes his reasoning power. 

1 



Z HINTS FOR LANGUAGE LESSONS. 

And these language lessons will have a reflex action on the 
powers used; for the child, when he knows he will be called on 
to tell what he has seen or heard, etc., will be trained to habits of 
careful observation. Using this general plan as a basis, he will be 
led to settle firmly in his language, and use correctly three classes 
of words : (1) his own words, that is, those he uses intelligently in 
his every-day conversation ; (2) words which he hears others use, 
and of the meaning of which he has a hazy idea ; (3) new words, 
or words which he hears others use, but of the meaning of which 
he knows nothing. 

Language lessons thus arranged will have the following re- 
sults : — 

1. The cultivation and development of the mental powers — 

observation, memory, imagination, and reasoning. 

2. Quickness in mental activity ; quickness in evolving thought. 

3. Increase of knowledge — thought enlarged and extended. 

4. Increase of vocabulary — new words added to the store, daily, 

with the new ideas. 

5. A command of language. 

6. A correct and concise use of language. 

The choice of words and the arrangement of these words are the 
sum and substance of good composition. Train the young child to 
rapid, complete, and accurate observation ; this will lead to concise, 
complete, and accurate description. " Words without thought are 
empty, but thought without words is helpless." 



General Hints for conducting Language Lessons. 

1. Lead the pupils to talk — to talk about anything, provided 

they talk. 

2. See that the pupils make complete statements. 

3. See that they use grammatical and elegant language — no 

slang, no impure or irregular idioms. 



HINTS FOR LANGUAGE LESSONS. 3 

4. Correct, or lead the pupils to correct, all un grammatical and 

inelegant expressions. The correction should be made 
indirectly, either by inviting the pupil to "say it another 
way," and telling him that you prefer a certain way (the 
correct way), and that you wish him to use that form for 
the future ; or by telling him the correct form. By drill, 
fix the proper form in the minds of the pupils. 

5. Every lesson, no matter what the subject is, should be made 

a language lesson. Every error in expression should be 
, corrected when made. 

6. As soon as possible language lessons should develop a contin- 

uous story, and the story should be placed on the B.B. 

Material for Language Lessons to train to Habits of 

Prompt Thinking and Speaking. 
For the pupil. 

(1) What I can see in the school-room. What I saw out of school. 

(2) What I can hear. What I heard. 

(3) What I can taste. What I can eat. What I have tasted. 
What I have eaten. 

(4) What I can smell. What I have smelled. 

(5) What I can touch. What I have touched. 

(6) Where I can go. How I can go there. Where I went. 
How I went there. 

(7) What I have worn. What I can wear. 

(8) What things are worn on the hands. Who wear them. 
When. Why. 

(9) What things are worn on the feet. Who wear them. 
When. Why. 

(10) What things are worn on the head. Who wear them. 
When. Why. 

(11) Objects in the school. What each is made of. Its use. 

(12) A hat things are in the sky. When seen. What things 
are in a store ; a mill ; a dwelling-house ; a church, etc. 



4 HINTS FOR LANGUAGE LESSONS. 

Additional Material for Language Lessons. 

1. What the children have. 

2. What they would like best to have. 

3. What they would like best to do. 

4. What kind of sports they like best. 

5. Describe any play they had at recess. 

6. What they did during any holidays. 

7. What they would do with money if they had all they wanted 

to spend. 

8. Name some things that can swim, run, hop, etc. ; some things 

that have wings. Tell what the cat does ; what the dog 
does ; etc. 

9. A series of sentences describing any animal. 

10. Stories made from pictures. 

11. Stories about games. 

12. Lessons on the body : its parts ; what each part does. What the 

pupils can do with their hands ; their feet ; eyes ; ears ; etc. 

13. What they saw in coming to school. 

14. Guessing and thinking games. Dreams. 

15. Showing a stranger the most interesting sights of the city. 

16. Action lessons. [The teacher or one of the pupils performs 

certain actions ; the pupils make statements.] "The teacher 
(or pupil) raised his right hand." "He raised his left hand." 
"He raised both hands." "The right hand was raised." 
"The left hand was raised." "Both hands were raised." 
" The teacher closed his eyes." " The teacher and the pupil 
closed their eyes," etc. 

17. Describe a day in school ; a day in town ; in the country ; at 

grandpa's ; in a boat ; on a steamer ; on the cars ; etc. 

18. A series of talks on 

Size: developing large, larger, and largest; big, bigger, and big- 
gest; small, smaller, and smallest. 

Length, Height, and Depth : developing lo7ig, longer, and long- 
est; high, higher, and highest; deep, deeper, and deepest. 



HINTS FOR LANGUAGE LESSONS. 6 

Color. 

Weight : developing heavy, heavier, and heaviest, etc. 

Place, developing preposition : " The book is on the table ; 

under the table ; over the table," etc. 
Eorm. 
Sound : developing loud, louder, and loudest, etc. 

19. A series of lessons developing the use of see, saw, and seen; 

do, did, and done; sit and set ; lie and lay ; rise and raise. 

20. Describe a visit to any place of interest. 

21. Describe summer and winter sports. 

22. A story is told by the teacher ; the pupils tell it afterwards. 

23. The teacher makes the slxeleton of a story ; the pupils "fill in" 

as the story progresses. 

24. Literature : understanding, memorizing, and repeating simple 

passages in prose and poetry ; for example : — 

(a) Bright little dandelion, 
Downy yellow face, 
Peeping up among the grass 
With such gentle grace. 

(h) 1 love the seasons in their round ; 
Each has its charm for me ; 
Wisdom and love in all are found ; 
God's hand in each I see. 

(c) She's somebody's mother, boys, you know, 
For all she's aged and poor and slow ; 
And I hope some fellow will lend a hand 
To help my mother, you understand. 
If ever she's poor and old and gray, 
And her own dear boy is far away. 

Taking the first example, the teacher, knowing the ideas in the 
first line, will question the class about them, bringing out even 
some of the very words in the line, as well as the ideas. He will 
then write the line on the B.B. and will ask the pupils to read it 
several times, until they can say it from memory. The other lines 



N 



6 HINTS FOR LANGUAGE LESSONS. 

will be dealt with in a similar maimer ; and the whole stanza is 
finally committed to memory. 

The advantages of this kind of language lesson are : (1) The 
value of the thoughts thus treasured up. (2) Cultivation of mem- 
ory. (3) Cultivation of imagination. (4) Development of the 
language faculty ; an increase in the child's stock of words and in 
his power to use words. (5) A moral lesson. 



GRAMMAR LESSON PLANS. 



INTEODUCTIOISr. 

The Lesson Plans set down in the following pages consist each 
of seven parts : the Topic, the Introduction, the Development, the 
Generalization, the Technical Term, the Definition, and the Prac- 
tical Exercises. 

The Topic contains matter for the teacher alone. It states 
pointedly the aim of the lesson. The more pointed and concise in 
thought this topic is, and the more particular the object aimed at 
by the lesson, the greater will be its success. For example, if the 
object of the lesson is to teach the nature of the noun, the topic 
may be put in much better form than this, — Topic : " To teach the 
noun," thus. Topic : " There are certain words which are names 
of things (or names of persons, places, or things). These words 
are put in one class : a word of this class is called a noun." 

TJie Introduction. — It has been well said that every lesson should 
hold out two hands — one to past knowledge, the other to coming 
knowledge. So it is with the Introduction. It is a review of 
previous knowledge ; it is a review of the known, to lay a founda- 
tion for the unknown; it is, as it were, the ploughing and harrowing 
process by which the soil of the mind is prepared for the knowl- 
edge to be implanted. The Introduction should aim also at putting 
tfacher and pupils in good humor with themselves and their work ; 
it should be, as it were, a pleasant vestibule in which to linger 
awhile, in which to anticipate the good things to come. It is 
needless to say that the Introduction should be as short as is con- 
sistent with the character of the lesson. 

7 



8 PLANS FOK GKAMMAR LESSONS. 

The Development is the lesson proper. Here the subject should 
be opened up fully, step after step being taken to fill the mind 
with the facts, and to give mental exercise through the imparting 
of these facts. The " steps " should be short steps, and each one 
should follow in natural sequence from the preceding one. This 
is the test of the development. And the position of the pupil in 
this part of the lesson should be that of an investigator. 

The Generalization. — As we desire to reach classification, we 
must first generalize. All the examples we use to illustrate our 
topic are alike in one particular or more ; then we put them in a 
class on the ground of a common quality. 

The Technical Term is given by the teacher : the pupils cannot 
be expected to know it. 

The Definition is given by the pupils. If the development has 
been well carried out, the pupils should be able to give a definition 
which will embody, in abstract form, the facts gained from the 
illustrations. 

Practical Exercises are of the greatest value in impressing the 
lessons on the minds of the pupils. They call upon the pupil to 
make new illustrations to which the abstract principle will apply, 
and to use the new and the old illustrations in composition, or the 
cultivation of the language faculty in the form of written expres- 
sion of thousrht. 



PLANS FOU GKAMMAR LESSONS. 



SUBJECT AND PREDICATE. 



Every statement may be divided into two parts — one 
part standing for or naming that about whicli the state- 
ment is made, the other part making the statement about 
the thing named in the first part. The part standing 
for that about which the statement is made is called 
the subject of the statement or sentence ; the other part, 
which makes the statement, is called the predicate. 

Ask the class to name some person or thing, such as 
John, the dog, the cat, birds. Ask them to say something 
about these things, bringing out such statements as John 
reads, the dog barks, the cat runs, birds Jly. Tell the class 
that these are called statements, because in them we state 
or tell something about a person or thing. 

1. Write on B.B. sentence consisting of a noun and a 
verb ; as, Birds fly. 

2. Ask the class to read the part which names or stands 
for that about which we state something. Answer : 
Birds. 

3. Underline the word and draw a vertical line after it. 

4. Ask the class to read the part which states something 
about the thing named. Answer : fly. Doubly under- 
line this word. 

5. Drill. What does the first part of this group of words 
do ? It names the thing about which we make the 
statement. What does the second part do ? It makes 
a statement about that which is named by the first 
part. 



10 



PLANS FOK GKAMMAK LESSONS. 



6. Write on the B.B. several other examples, a few of 
this kind, but gradually increasing the number of 
words by adding adjuncts of the subject and of the 
predicate, avoiding for the present, statements too 
long or too complicated, and leading the pupils to 
make two parts in all cases, and only two, — one 
naming something, the other making a statement 
about the thing named. 

What one thing have we done with all these state- 
ments or sentences ? What one thing did all these 
statements permit us to do for them ? To break them 
up or divide them into two parts. What are these 
parts? [Given in words of development.] How are 
these parts always known ? [This with a view %) the 
division of inverted sentences, on the division of which 
a good drill should be given later on.] 

The class is now told by the teacher that the part 
which names that about which we make the statement 
is called the subject of the statement or sentence, and 
that the part which makes the statement is called the 
predicate. The words are written on the B.B., pro- 
nounced and spelled by the class. 

A definition is now drawn from the class, — a simple 
one, embodying the characteristics brought out in the 
development. This definition may be written on B.B. 
and pupils drilled upon it. 

1. A number of statements are given orally by the 
teacher; the pupils divide into subject and predi- 
cate. [The technical terms will now be used.] 

2. Statements are placed on B.B. ; pupils copy, and as 
desk work divide themr into the two parts. 

3. Pupils compose statements, showing the same divis- 
ion. 



PLAKS FOR GKAMMAR LESSONS. 



11 



THE NOUN. 

Words which are names of things (or names of per- 
sons, places, or things) are put in one class. A word of 
this class is called a nou7i. 

Lead the pupils to see that if we wish to call any 
person, or to speak of any person or thing, we lirst yiame 
the person or thing, or give it a name. 

1. A number of objects are held up individually before 
the class. 

2. As each object is shown, the class give its name, and 
this name is written on the B.B. by the teacher. 

3. As each name is obtained, the class is led to call it a 
name or name-ioord. Good drill in each case. 

4. Names of other objects in the school-room obtained 
from pupils without presenting the object. B.B. and 
drill on each word, as before. 

5. Names of objects outside school-room obtained from 
pupils. B.B. and drill, as before. 

1. Names are read by pupils. 

2. Pupils, by questioning, are led to see that all these 
words on the B.B. are alike in one particular, — all 
are names or name-ivords. 

1. The class is now told that instead of name or name- 
word we use the word noun. Review and drill. What 
is this word called ? [Pointing to the first.] A noun. 
What is this word called ? [Pointing to the second.] 
A noun. And so on to the end. 

2. Technical term written on B.B., pronounced and spelled 
by pupils. 

The pupils are asked to give a simple definition of 
technical term. If necessary, the definition may be writ- 
ten on B.B. and pupils thoroughly drilled upon it. 



12 



PLANS FOR GRAMMAfi LESSONS. 



1. Pupils are asked to give nouns orally. 

2. From sentences written on B.B., pupils are asked to 
pick out nouns and write them in note-books as desk 
work. 

3. From a page of tlieir "Reader" pupils are asked to 
pick out and write nouns, as in the last case. 



THE VERB. 

Note. — Before laying down a plan for the verb, it is well to 
consider the aspect in which this part of speecli may be best pre- 
sented to tlie class. Shall we teacli the verb as the chief word in 
making a statement? tlie word which of itself can make a state- 
ment ? or shall we teach the verb as a word which tells about the 
doing of something ? The first aspect is the more scientific one, as 
it will include all verbs ; the second is the simpler one, although it 
will not include all verbs. Still, on account of its simplicity and 
the fact that the great majority of verbs come under it, it is the 
aspect presented here. 

Words which tell about the doing of something, or 
which tell what some person or thing does, are put in 
one class. A word of this class is called a ve7'b. 

Pupils questioned as to which of them are ready to 
help the teacher. How many will do a little work for 
the teacher ? One pupil selected ; his name obtained ; 
placed on B.B. What class ? Why ? What is a noun ? 
Clearly distinguish between tiling and name. 

1. The pupil is called on to walk ; class tell what he 
does. The expression " John walks " thus obtained, 
placed on B.B. 

2. The class is questioned as to the use of the new word. 
It tells what John does (the person John, not the 
word) . Good drill ; all the class exercised. 

3. The pupil is called on to perform other actions, as 
talk, sing, bow, jump, run, etc. ; the word expressing 



PLANS FOR GRAMMAR LESSONS. 



13 



the action, obtained in each case and placed on B.B. 
Good drill on each example as to the use of the new 
word. 
4. Other nouns selected and placed on B.B. The class 
is called on to add a word to each, telling something 
that each thing does. Drill on the use of each new 
word. 

Rapid review, as in the case of the noun. (See Gen- 
eralization, under "Noun.") 

All these words are alike in one particular, — each 
tells what a person or thing does. 

Teacher tells class that each of these new words is 
called a verb. Review and drill, as in the case of the 
noun. (See Technical Term, under "Noun.") 

Technical term written on B.B., pronounced and 
spelled. Meaning of " ]}^vt of speech " brought out. 

The class is called on to give a simple definition. 
Definition placed on B.B. Thorough drill. 

1. Short sentences given orally by teacher ; pupils pick 
out verbs. 

2. Sentences written on B.B. ; pupils copy and pick out 
verbs. 

3. Pupils pick out verbs from page of " Reader." 

4. Nouns given orally by teacher ; pupils supply verbs. 

5. Nouns written on B.B. ; pupils copy and supply verbs. 

6. Pupils supply both noun and verb. 



THE ADJECTIVE. 

Note. — As the topic anticipates the definition, it is necessary 
in the case of the adjective, as well as in that of the verb, to con- 
sider the definition which will be the simplest and the most easily 
taught. An adjective is defined as a word which expresses the kind 
or sort of object named by the noun to which it is attached ; or, as 
a word which expresses a quality in the object named by the noun ; 



14 



PLANS FOR GRAMMAR LESSONS. 



Topic. 



Introduc- 
tion. 



Develop- 
ment. 



or, as a word which describes the object named by the noun ; or, as 
a word which hmits or modifies the meaning of a noun. It will be 
seen at once that the last definition is the most logical and compre- 
hensive ; nevertheless, as the first definition is very simple and very 
easily presented, it is adopted in the plan which follows. 

Some words are used with nouns to express the kind 
or sort of thing or object named by the noun. A word of 
this class is called an adjective. 

A brief review of the noun, with special reference to 
the difference between the thing and the name. 

Note. — As adjectives may be arranged in pairs, thus bringing 
out a contrast, it may be well to make use of this fact to help the 
lesson. 

1. The teacher has on his table a number of pairs of 
objects ; the objects making up each pair are of the 
same kind, but are the opposite of each other with 
respect to some quality — such as a long and a short 
pencil, a new and an old book, a large and a small 
apple, a rough and a smooth stone, etc. 

2. The teacher presents each pair to the class, calling 
for careful observation, until the pupils see the differ- 
ence with respect to a certain quality. 

3. Laying one aside, the teacher asks the class for a 
word expressing the kind or sort of object he holds 
in his hand, obtaining, for example, "short pencil." 
These two words placed on B.B. 

4. Presenting the other object of the pair, the teacher 
questions the class in a similar manner, obtaining, for 
example, "long pencil." B.B. as before. 

5. The class is now questioned as to the use of each of 
the new words. Each word of the pair tells the kind 
or sort of object named by the noun. 

6. Bring from the class a number of adjectives in pairs, 
according to the same plan. B.B. and drill. 



PLANS FOR GRAMMAR LESSONS. 



15 



Generaliza- 
tion. 



Technical 
Term. 



Definition. 



Practical 
Exercises, 



Topic. 



Introduc- 
tion. 



Develop- 
ment. 



The class is led to see that all the new words are 
alike in one particular — each word expresses the kind 
or sort of object named by the noun. Drill. 

1. The class is told that each of the new words is called 
an adjective. B.B. Pupils pronounce and spell. 

2. Review and drill as before ; pointing to each word, 
lead the class to call it an adjective. 

3. "Part of speech." Further explanation. 

The class is called on to give a simple definition. 
Definition is written on B.B. Class thoroughly drilled 
on the definition. 



For "verb" read 



As given in plan for the verb, 
"adjective." 

THE ADVERB. 



Some words are used to express how, when, or ivhere 
an action is performed. A word of this class is called an 
adverb. 

Brief review of verb and action — the word, and the 
action which the word signifies. Pupils asked to aid in 
lesson, as in the case of the verb. One pupil selected ; 
his name placed on B.B. 

1. The pupil is asked to walk from his place to the 
teacher's desk, and to take as long a time as possible 
in doing so. 

2. The class is asked to give the word which tells what 
the pupil did. "Walked." This word is placed on 
B.B. to make a statement about pupil. " John 
walked." What part of speech is " walked " ? 

3. The class is questioned as to how the walking was done 
— hoiv John walked. Bring out the word "slowly." 
Sentence on B.B., "John walked slowly." [Should 



16 



PLANS FOR GRAMMAR LESSONS. 



Generaliza- 
tion. 



Technical 
Term. 



Definition. 



Practical 
Exercises. 



the class give "slow" instead of "slowly," correct 
without comment.] 

4. The class is now questioned as to the use of the new 
word. It tells lioiv the action is performed. Drill. 

5. The pupil (who has been sent back to his place) is 
again asked to walk to the teacher's desk, and to 
take as short a time as possible in walking (not run- 
ning). 

6. As in 3, bringing out and using in new statement, to 
be placed on B.B., "quickly" instead of "slowly." 

7. As in 4, with good drill. 

8. Bring out other adverbs, objectively, as far as possible ; 
for example, quietly, neatly, carelessly, cheerfully, etc., 
with the usual drill on each. 

The class is led to see that all the new words are 
alike in one particular — each tells liow an action is per- 
formed. Rapid review and drill, to bring out the com- 
mon characteristic. 

The class is told that each of the new words is called 
an adverb. Technical term written on B.B., pronounced 
and spelled by class. 

A simple definition brought from the class as usual. 
" An adverb is a word which expresses how an action is 
done." [See note below.] 

On the plan of those suggested under "The Verb," 
making the changes needed by the new part of speech. 

Note. — In another lesson the class may be taught that certain 
words express when an action is performed. This may be done by 
a plan similar to that already given. Then the definition will be 
modified, " a word which expresses how or when an action is done." 
In a third lesson adverbs expressing where may be presented simi- 
larly and the definition changed accordingly. 

The fact that an adverb sometimes modifies an adjective, and 
sometimes another adverb, may be kept out of sight for the present. 



PLANS FOK GRAMMAR LESSONS. 



17 



THE PRONOUN. 

Some words are used instead of nouns to avoid repeat- 
ing the noun. A word of this class is called a pronoun. 

Keview '' noun " by examples, bringing from pupils 
proper and common nouns, but making no mention of 
this distinction. 



1. Teacher writes on B.B. a sentence in which the nouns 
are repeated, no pronouns being used; for example, 
"John gave John's pen to James, and James lent 
the pen to Jane to write Jane's copy with the 
pen." 

2. The sentence is read by one or more of the pupils. 

3. The sentence is taken in parts ; for example, " John 
gave John's pen to James." This part is re-written 
on the B.B., and the pupils read it. 

4. The class is now questioned as to whether this is the 
usual way of making such a statement. [The class 
should not be questioned as to whether this is the 
right way. It is right, but inconvenieyit or unusual.'] 
From the pupils' knowledge of the spoken language, 
they should be able to suggest a change in the word 
John^s. Appeal to their own way of talking. " John 
gave his pen to James." 

5. Draw a stroke through the word John's, putting "his" 
over it. 

6. Bring from the class the use of his : it stands in place 
of the word " John's." Why the change ? Drill. 

7. Proceed in a -similar manner with the other i3arts of 
the sentence, the pupils making the necessary changes. 
Good drill in each case. 

8. Deal similarly with another sentence, or other sen- 
tences, if necessary. 



18 



PLANS FOK GRAMMAR LESSONS. 



Generaliza- 
tion. 



Technical 
Term. 



Definition. 



Practical 
Exercises. 



Topic. 



Introduc- 
tion. 



Develop- 
ment. 



The pupils are led to see that all the new words are 
alike in one particular, — each is used to take the place 
of a noun. lie view and drill. 

The class is told that each of the new words is 
called a pronoim. B.B., pronunciation and spelling as 
before. 

A simple definition is drawn from the class. It should 
be in keeping with the function of the pronoun as pre- 
sented to the class. 

1. Sentences on B.B., similar to those used above ; pupils 
copy and substitute pronouns for nouns where neces- 
sary. 

2. A page or pages of " Reader " assigned ; pupils pick 
out pronouns. 

3. " Skeleton " sentences given (pronouns omitted) ; 
pupils supply pronouns. 

THE PREPOSITION. 

Some words express relation between things (chiefly 
relation of place), and are used to join the words which 
express these things. A word of this class is called a 
preposition. 

Development of the idea expressed by " relation " ; 
literally, the carrying of the thought from one thing to 
another. 

1. Teacher places a book on the table. 

2. Pupils make a statement as to where the book is. 
Bring out "The book is on the table." Bring from 
the class that three words will express this, " book on 
table." Place these three words on B.B. 

3. Teacher holds the book under the table. 



PLANS FOR GRAMMAR LESSONS. 



19 



4. Pupils make a statement about new position. "The 
book is under the table." The three important words 
selected and placed on B.B., " book under table." 

5. Bring from the class the fact that the second group 
of words shows a change of place. 

6. Bring from the class the word which shows or tells 
this change of place — the word under. 

7. Now call attention to on, and lead the pupils to see 
that if we think of the things book and table, as 
spoken of above, on and under show a relation of 
place between the things, and the words " on " and 
"under" in the groups of words join the words hook 
and table. 

8. Bring from the class such groups as "book at, over, 
above, near, beside the table " ; " pencil through ring " ; 
" ball from hand to wall," etc., giving good drill. 



As in former plans. 



1. Skeleton sentences : pupils supply prepositions. 

2. Prepositions ; pupils place them in sentences. 

3. Pupils pick out prepositions from page of " Reader.' 



THE CONJUNCTION. 

Some words are used to join other words, or to join 
statements. A word of this class is called a conjunction. 

Review statement and word. Lead the pupils to un- 
derstand "joining" by reference to the cars of a train, 
or some similar illustration. 

1. Teacher writes on B.B. the following sentences : — 

(a) Cats catch mice ; 
{b) Cats catch birds. 



20 



PLANS FOR GRAMMAR LESSONS. 



Generaliza- 
tion. 
Technical 

Term. 
Definition. 



2. Teacher asks for a shorter way of telling these two 
stories, obtaining " Cats catch mice and birds." 

3. Attention called to the change; particular reference 
to the new relation of the words mice and birds; they 
are joined or linked together. 

4. Attention called to the word which joins them or 
links them — a7id; its function, it joins these two 
words. 

5. Other illustrations ; as, — 

(a) John came to see us ; 

(b) Mary came to see us. 

6. Pupils combine as before, "John and Mary came to 
see us." 

7. Sentences on B.B. ; thus, — 

{a) John went to Toronto ; 

(b) James went to Toronto ; 

(c) William did not go ; 

(d) He was sick. 

8. Lead pupils to combine, obtaining the following : 
" John and James went to Toronto ; but William did 
not go because he was sick." 

Note. — It is quite possible tliat in combining, the pupils may 
use mid a second time, instead of but ; lead them to see that 
the idea introduced by but is something taken away from the 
important statement rather than something added ; therefore 
we cannot use and. 

9. Take other examples, introducing or and nor : "John 
or James will arrange the maps after school." Lead 
the class to see that if this order is given, both will 
remain until one is selected. 

\ As in former plans. 



PLANS FOR GRAMMAR LESSONS. 



21 



Practical 1 Pupils pick out coniunctions from sentences on B.B., 
Exercises. ^ ^ p .. t> i ?> 

or from page of " Eeader. ' 
2. Skeleton sentences ; pupils supply conjunctions. 



Topic. 



Introduc- 
tion. 



Develop- 
ment. 



Generaliza- 
tion. 



THE INTERJECTION. 1 

Some words in the language express feeling or emotion 
(joy, pain, sorrow, surprise, etc.). They do not combine 
with other words, but are, as it were, throtvn into the 
sentence. 

A review of the statement, with special reference to 
how it is made up. 

1. Teacher says to class, " Not long ago I heard a little 
boy say ' Hurrah ! ' " 

2. The class is questioned as to how the boy must have 
felt while he was saying this word. What made him 
say it ? How did he say it ? (The class say it.) 

3. The word is placed on B.B., with exclamation mark. 

4. Teacher says, "I did not hear the boy say anything 
else, but I knew he felt glad, joyful. How did I 
know ? " Bring from class that the ivord itself makes 
this known to us ; that it expresses this joy. 
The class is questioned as to the feelings of a person 
who shouts Oh! 
Bring from them that this word expresses pain, pity, 



5. 



6. 



]oy, surprise. 
Introduce All! 



PsJiaiv! Help! 



a similar way, leading the class to see that, together 

with special words expressing feeling, any part of 

speech may be so employed. 

Two aspects : all these words are used to express feel- 
ing, and make sense of themselves, not requiring other 
words to help them by combining with them. 

1 For the ideas on which this plan is based, the author is indebted to the 
"Lessons in English," by Mrs. Knox-Heath. 



22 



PLANS FOR GIIAMMAR LESSONS. 



As in former plans. 



PROPER AND COMMON NOUNS. 

Certain names are class names, and are thus the com- 
mon property of all the individuals of the class ; other 
names are private property, and are thus given to the 
individual to distinguish him, her, or it from the othefs 
of the same class. A noun of the first kind is called a 
common noun ; one of the second kind, a proper noun. 

A brief oral drill on the function of the noun ; class 
called on to give nouns ; idea of "common" developed — 
'^ The story was quite common." 

1. Class questioned as follows : If the teacher wishes a 
boy or a girl to close the door, and says, "Boy, close 
the door," or " Girl, close the door," who will do it ? 

2. The pupils are led to see that any boy or girl in the 
class may do it, because the name hoy applies to every 
boy, and the name girl applies to every girl. 

3. The words hoy and girl are thus obtained and written 
on the B.B. Good drill to show that each word is a 
class name, or a name common to all the individuals of 
the respective groups. 

4. Such names as pupil, scholar, etc., obtained in a simi- 
lar manner. Drill. 

5. Such names as city, province, river, etc., presented in 
a similar manner. Drill. "Where is he?" "He is 
in a c%." What information will this give ? "Who 
has my book ? " " The boy (or pupil) has your book." 
What information does this give ? 



As in former plans. 



PLANS FOR GRAMMAR LESSONS. 



23 



As in former plans. 

1. Class questioned as before : If the teacher wishes a 
particular boy or girl to close the door, will he use 
the word hoy or the word girl ? No. He will use a 
particular name ; such as John, Sam, or Mary. 

2. These names are obtained from the class, put on B.B., 
and made the subject of drill, as usual. Each word is 
the name of an individual, or one particular person in 
the class, to distinguish him from the other persons 
of the class. 

3. Such names as Oitaiva, Washington, Ontario, St. Laiu- 
rence, Mississippi, obtained and used for a thorough 
drill. 

4. Bring from the class a number of names for particular 
persons and places, and drill as before. 



As in former plans. 

Now contrast the two kinds, showing difference, and 
drill on distinguishing one kind from the other. 



TRANSITIVE AND INTRANSITIVE VERBS. 

Some verbs express an action which goes out or over 
from the actor or doer to something else ; others express 
an action which does not go out to anything, but remains^ 
with the doer. A verb of the first kind is called a tran- 
sitive verb ; one of the second kind, an intransitive verb. 

The class is questioned as to the function of the verb, 
with special relation to action ; examples given, with 
reasons; drill on how actions are named, — from break 
we have the action of breaking ; from throw, the action 
of throwing ; etc. 



24 



PLANS FOR GRAMMAR LESSONS. 



The teacher breaks a piece of glass. 
The class is called on to make a statement about 
what has been done, — "The teacher broke the glass." 
(Change to breaks, if considered necessary.) B.B. 
The attention of the class is now called to the action, 
breaking, and to the verb which expresses this action, 
break. Did the action of breaking go out to anything? 
Yes; to the glass. (To the object, glass.) 
Drill. The action expressed by broke (breaks, or break) 
went out to the thing expressed by the word glass. The 
verb, therefore, expresses an action which goes out to 
something. 

Note. — Some teachers now introduce an example of the in- 
transitive verb, and thus contrast both kinds at once, continu- 
ing the lesson on this basis. 

Other illustrations, — "struck the table," "threw the 
ball," "lifted the book," "bent the rod," — all of 
which may be presented objectively. Drill in each 
case, bringing out the special point, — the verb ex- 
presses an action as going out or gone out to some- 
thing. 

As in former plans. The "Practical Exercises" may 
be held over until after the intransitive verb is devel- 
oped, if it is taken separately. 

The teacher walks along the platform. 

The class is called on to make a statement about what 

has been done, — " The teacher walks or walked." 

B.B. 

Attention called to the action, ivalking, and to the 

verb. Did this action of walking go out to anything ? 

No ; it remained with the doer of the action. 

Note. — The teacher may meet a difficulty here. The pupils 
may say that the walking goes out to the platform. In this 
case we can but try to lead the pupils to see that the walk- 



PLANS FOR GRAMMAR LESSONS. 



25 



ing does not go out to the platform in the same sense as the 
breaking goes out to the glass. On account of this difficulty, 
many teachers prefer to present the transitive verb as one 
which, of itself does %not make complete sense, but requires 
a noun or pronoun after it to complete the sense ; and the 
intransitive verb as one which, of itself, does make complete 
sense, and thus requires nothing after it for this purpose. 
The plan given here is based on the literal meaning of the 
terms, a meaning which must be presented to the class at 
some time. 

Drill. The action expressed by the verb ivalked did 
not go out to anything in the same sense as the action 
of breaking, striking, throwing, etc., went ont. The 
verb expresses an action which does not go out to 
anything beyond the actor. 

Other illustrations, bringing out such verbs as boio^ 
smile, laugh, etc. Drill in each case, leading the class 
to see that the verb expresses an action which does not 
go out to anything. 

As in preceding plans. 



1. The teacher gives, orally, a number of sentences con- 
taining transitive and intransitive verbs, and calls on 
the pupils to name the verb in each case, and tell 
whether it is transitive or intransitive, and why. 

2. Teacher places on B.B. a number of sentences ; pupils 
copy and pick out verbs of each kind. 

3. A page or pages of the Eeading Book may be used 
for the same purpose. 

4. The pupils may be required to make sentences con- 
taining transitive or intransitive verbs. 



26 



PLANS FOR GRAMMAR LESSONS. 



QUALITATIVE, QUANTITATIVE, AND DEMONSTRATIVE 
ADJECTIVES. 



Note. — Some teachers present all three kmds m one lesson. 
By means of groups of sentences (such as new book, two books or 
7nany books, this book) the pupils are led to see that in the first 
case we have a quality expressed ; in the next, number ; and in the 
last, a special pointing out. Each kind may be made the subject 
of a special lesson. Thus : — 

QUALITATIVE ADJECTIVE. 

Of adjectives, some express a quality as existing in 
the objects named by the nouns to which these adjec- 
tives are attached. An adjective of this kind is called a 
qualitative adjective. 

Develop the idea of " quality." " He had many good 
qualities." What meaning? Give other illustrations. 

1. Teacher places on B.B. a sentence or phrase contain- 
ing a qualitative adjective; such as "tall man." 

2. Pupils pick out the adjective and tell why it is so, — 
it is joined to the noun for a purpose. 

3. By questioning, bring from the class what this pur- 
pose is. It is joined to the noun to express a quality 
in the thing named by the noun, — " tallness " in the 
man. Drill. 

4. Take other examples, such as "large apple," "new 
book," " straight stick," " swift horse," " smooth 
board," "coarse paper," etc. Bring out the special 
point, — each adjective expresses a quality. 



Generaliza- 
tion, 
Technical 

Term. 
Definition. 



r As in preceding plans. 

May be given here specially, or held over until the 
three kinds of adjective are learned; thus basing these 



PLANS FOR GEAMMAK LESSONS. 



27 



exercises on contrast. If given here, they will follow 
the usual plan, — picking out qualitative adjectives from 
sentences, oral or written, and making sentences contain- 
ing such adjectives. 



QUANTITATIVE ADJECTIVE. 

Of adjectives, some express number or quantity with 
reference to the object named by the noun. An adjec- 
tive of this class is called a quantitative adjective. 

Develop the general idea of "number" and "quantity." 
The familiar " how many " is similar in meaning to " what 
number.^' Illustrate. The familiar "how much" is equiv- 
alent in meaning to "what quantity." Illustrate. 

1. The teacher places on B.B. two phrases : — 

large apples ; 
two apples. 

2. The attention of the pupils is called to the noun ; it 
is the same in both phrases. The same object or thing 
is spoken of in both cases. 

3. The attention of the pupils is called to the adjectives. 
The pupils pick them out and tell why they are adjec- 
tives. They are joined to nouns for certain purposes. 

4. What does the first adjective, large, express ? What 
is it called on that account ? 

5. Now look at the word two. Does it express a quality? 
No. Drill on this point, and bring from the class that 
it expresses "number." Answers to the question, 
" how many ? " Drill. 

6. Take other illustrations and deal with them in a simi- 
lar manner. 

7. Then take illustrations, such as the following : — 

great heat strong heat 

more heat njuch heat 



28 



PLANS FOR GRAMMAR LESSONS. 



proceeding as before to bring out the contrast and to 
show the function of the new kind of adjective. 



As in the plan for the Qualitative Adjective. 



DEMONSTRATIVE ADJECTIVE. 

Of adjectives, some point out that which we are speak- 
ing of, by indicating some kind of relation which it bears 
to others, or to the speaker. An adjective of this class 
is called a demonstrative adjective. 

Eeview the general function of the adjective. It is a 
word joined to a noun to limit or modify its meaning. 

Note. — For the substance of the following Development, the 
author is indebted to Mrs. Knox-Heath's "Language Lessons." 

1. The teacher places one of his own books on his 
desk, and calls upon the pupils to act in a similar 
manner. 

2. Teacher now questions one of the pupils thus : " Of 
all the books I see, which book is yours ? " The pupil 
will answer, " This book is mine." 

3. Teacher repeats the question several times, proposing 
it to a new pupil on each repetition and bringing out 
the same answer, " This book is mine." 

4. B.B. and drill, — hook the name of one thing, and 
this showing what particular book is meant (the one 
on the desk of the particular pupil who used the 
words). 

5. Teacher again questions the class : " Of all the books 
on desks, what book is mine?" bringing out the 
answer, "That book is yours." 

6. B.B. and drill as before, — hook the name of one thing, 
and that showing what particular thing is meant. 



PLANS FOR GRAMMAR LESSONS. 



29 



7. Compare and contrast this and that as to use. Lead 
the pupils to see that each pomts out some particular 
object or thing : but this refers to an object near the 
person who uses the word; that, to an object more 
distant. 

8. Teacher puts two or more books on his desk ; pupils 
do the same. 

9. These and those brought out as before, and dealt with 
as this and that were dealt with. 

10. A thorough drill on the four words, this, that, these, 
and those. 



As in preceding plans. 



PERSONAL, RELATIVE, INTERROGATIVE, AND 
DEMONSTRATIVE PRONOUNS. 



THE PERSONAL PRONOUN. 

Some pronouns tell by their form whether they stand 
for the name of the speaker, name of the person spoken 
to, or name of the person or thing spoken of. A pronoun 
of this class is called a personal pronoun. 

A review of the general function of the pronoun, — 
a word used instead of a noun or name. 

1. A pupil is asked for his name ; this name is placed on 
the B.B. 

2. The pupil is now asked to make some statement about 
himself. He will use 7, — "I came to school this 
morning." B.B. 

3. The class is now questioned as to the boy's name, and 
led to see clearly that, when speaking of himself, he 
does not use his name, but uses I instead. 



30 



PLANS FOE GRAMMAR LESSONS. 



Generaliza- 
tion. 
Technical 

Term. 
Definition. 
Practical 
Exercises. 



4. Call upon another pupil to speak of himself. He, 
too, will use /. Another will use I. B.B. and drill. 
Bring from the class the statement of fact that 1 
is always used by a person when he speaks of him- 
self. 

5. Put on B.B. "J always stands for name of speaker, 
and whenever we see it, we knoio at 07ice some one is 
speaking of himself." 

6. Obtain we in a similar manner. A pupil is called on 
to speak of himself and another, or others. He will 
use ive. B.B. and drill, leading up to the fact that 
the speaker uses this word when he speaks of himself 
and another, or others. 

7. Teacher hands pupil a pencil, and says to that pupil, 
"Tell me what I did just now." The pupil will 
answer, " You gave 7ne a pencil." B.B. Drill on yoK 
and me, — one {you) used for the name of the person 
spoken to ; the other (77ie) stands for name of speaker. 
A new word. 

8. He, she, they, them, etc., brought out objectively in a 
similar manner. Thorough drill on each word, to 
lead the class to see that by the form of the pronoun 
we can tell whether it stands for the name of the 
speaker, the name of the person spoken to, or the 
name of the person or thing spoken of. 

■ As in preceding plans. 



THE RELATIVE PRONOUN. 



Topic. Some pronouns relate, or cany the mind back, to a 

noun going before, and join to that noun a modifying 
statement. A pronoun of this class is called a relative 
or conjunctive pronoun. 



PLANS FOR GRAMMAR LESSONS. 



31 



Introduc- I 
tion. 



Drill on functions of pronoun and conjunction. 

Note. — Some teachers adopt the synthetic process in present- 
ing this kind of pronoun, and adopt it with success. Thus : " The 
general was killed. He took Quebec. — The general was killed and 
he took Quebec. — The general was killed who took Quebec. — The 
general loho took Quebec was killed." TF^o takes the place of and 
he, or the place of a conjunction and a pronoun. By a number of 
similar illustrations which and that may be developed. The follow- 
ing is an analytic plan : — 

1. Sentence on B.B. : " The man who was hurt received 
a large sum of money." 

2. The class is called on to pick out the first noun and 
the pronoun which stands for that noun, — the pro- 
noun ivho. 

3. Drill on this first use of ivlio. Stands for or carries 
the mind back to the noun man. 

4. By questioning, lead up to the other use of if^lio. Say 
to the class, " Suppose one of you were sent with this 
money, would you give it to the first man you met ? 
No ; a particular man must be searched for, — a man 
wlio ivas hurt. Then wJio brings along with it and 
connects with the word 77ian the words tvas hurt, to 
modify its meaning. Therefore who is a connective in 
this case." 

5. Drill on this second use of ivho and on the two uses, 
— pronoun and conjunction. 

6. Take other examples of who (its restrictive use is the 
best for this purpose). Introduce ivhich and that in a 
similar manner. 



Generaliza- 
tion. 
Technical 

Term. 
Definition. 
Practical 
Exercises . 



As in preceding plans. 



32 



PLANS FOR GRAMMAR LESSONS. 



THE INTERROGATIVE PRONOUN. 

IVJto, ivhich, tvhose, and ivhoiJi sometimes heljo in ask- 
ing questions. When tliey do this, they are called inter- 
rogative pronouns. 

Eeview the function of the pronoun. Keview " state- 
ment" and "question." 

1. Place on B.B. an interrogative sentence: "Who is 
first on the Honor Roll for this month ? " 

2. The pupils read the question. Their attention is 
called to it as a whole, — to what it does, and to the 
fact that every word in it helps to that end. 

3. The class is led to see that the most important word 
is the pronoun. 

4. This is shown by the fact that the answer to the 
question is really an answer to the i^ronoun ; and that 
if we wish to repeat the question, one word (the pro- 
noun) will do this. 

5. What, then, is the important word, and why ? 

6. Other examples still further exemplifying ivlio and 
introducing which. 

7. (At the discretion of the teacher.) Position. These 
pronouns are not always found in the beginning of 
the sentence : " With ivhose permission did he leave ? " 
" Of ivhom did he speak ? " 

Rapid review. All these words are alike in this : 
each is the most important word in the question, as it 
is upon it the question turns. 

The class is told that the pronoun, having the post of 
honor in the sentence, receives as its own name the name 
of the sentence — interrogative. 

/ As in former plans. 



PLANS FOR GRAMMAR LESSONS. 



33 



THE DEMONSTRATIVE PRONOUN. 

Note. — This will be taken as a type of the so-called adjective 
pronouns — the so-called possessive, distributive, demonstrative, 
and indefinite pronouns. 

When the demonstrative adjective is nsed alone, or 
without the noun which it modifies, it is called a demon- 
strative pronoun. 

Note. — Of late, grammarians are inclined to call 7ie, she, and 
zY, demonstrative pronouns. There is no special advantage gained 
by removing he and she from the class, Personal Pronoun. 

Review noun, adjective, and pronoun. Show clearly 
that the adjective is almost always joined to a noun, and 
that the pronoun stands alone. 

1. Place on B.B. a sentence obtained objectively; such 
as " This book is new." 

2. Keview use of this in the sentence. It is a demonstra- 
tive or "pointing out" adjective, modifying the mean- 
ing of the word hooh. 

3. Ask the class whether the statement may be shortened 
by the omission of any word or words. Bring out the 
form "This is new." 

4. Drill. What word is omitted ? What part of speech ? 
What was the use of the remaining word before ? 
What is its use now ? It has not the noun after it, 
but makes sense of itself. 



Note. — This is really the only reason why these words are 
called pronouns, — a name to which they have little or no 
claim, — because they do not make sense of themselves. The 
mind either supplies the noun or a gesture takes the place of 
the noun. All these words should be placed in the Adjective 
class, and should be l^ept there. 

Give numerous examples, bringing out that, these, and 
those, showing in each case that the demonstrative 



34 



PLANS FOR GRAMMAR LESSONS. 



Generaliza- 
tion. 



Technical 
Term. 



Definition. 



Practical 
Exercises. 



Topic. 



Introduc- 
tion. 



Develop- 
ment. 



adjective may be used Avithout its noun and we may 
understand what is meant. 

As before. 

When the demonstrative adjective is used without its 
noun, we call it a demonstrative pronoun. 

As before. 

As in former plans. 



ADVERBS OF PLACE, TIINIE, MANNER, MEASURE, 
OR DEGREE. 

Of adverbs, some express the place, some the time, 
some the manner in which an action is performed ; others 
express the measure or degree of action or quality as 
suggested by a verb, an adjective, or an adverb. Adverbs 
are thus divided into adverbs of place, adverbs of time, 
adverbs of manner, adverbs of measure or degree. 

ADVERBS OF PLACE. 

[Taken as a Type Lesson.] 

Review general use of adverb, — it is joined to a verb, 
adjective, or adverb to modify its meaning. 

1. Place on B.B. a sentence such as the following : " My 
brother works here." 

2. Bring from the class the verb and the action expressed 
by it. 

3. What is the adverb in this sentence ? Here. 

4. To what word is here joined ? What is its use ? 
Bring from the class that it tells the place of the 
action, or the place in which the action is performed. 

5. Drill. This adverb expresses place. 



PLANS FOR GRAMMAR LESSONS. 



35 



6. Take other illustrations, in the form of sentences, con- 
taining yonder, hack, forward, out, hither, hence, omit- 
ting, for the present, adverbs that may be used as 
prepositions. 

Note. — If the teacher desires it, all the sub-classes may be 
presented in one lesson. In this case, we would now generalize on 
the adverbs of place, and proceed with examples of adverbs of 
time, dealing with them in a similar manner and generalizing at the 
close of the examples. The other sub- classes would be taken up 
in order. 



Summary 

of 
Review. 

Technical 
Term. 

Definition. 



Some adverbs express place ; some, time ; etc. We 
have, therefore, — 

Adverbs of place, of time, etc. 

As usual. 



Practical 
Exercises. 



1. Oral exercise. Teacher makes sentences ; pupils pick 
out adverbs and sub-classify. 

2. Sentences on B.B. or in Eeading Book used for "pick- 
ing out " adverbs and sub-classifying. 

3. Skeleton sentences ; pupils supply adverbs. 

4. Pupils make sentences containing each kind of adverb. 



36 



PLANS FOB GRAMMAR LESSONS. 



INFLEXIONS. 

NUMBER. 



Note. — As it is exceedingly difficult to give a strictly logical 
definition of these terms, Number, Gender, Case, Mood, Tense, etc., 
it is just as difficult to give a concise topic for lessons used to pre- 
sent these terms to a class. It is much more easy to say "When 
a noun names one object of a class, that noun is said to be in the 
singular, or of the singular number, or is said to have the singular 
number," than to say logically w^hat the singular number is. Mod- 
ern grammars make defining no easier than before ; and it must be 
said that many of the so-called definitions are not definitions in 
the strict sense of the word. In these cases, therefore, the teacher 
must fall back on the "function" or "property" or "description" 
involved in these terms, and have the pupils define them indirectly. 

There are certain noun forms, each of which names 
one object of the class represented by the noun; there 
are others, each of which names mo7'e than one of the 
class represented by the noun. This " property " in the 
noun is called its number. A noun of the first kind is 
called a noun of the singular number ; one of the second 
kind, a noun of the plural number. 

Keview the function of the noun. Lead the class to 
see that a noun may name a single object or a group or 
collection of objects. 

1. Hold up an object before the class ; obtain the name 
(for example, hook) ; place name on B.B. 

2. Question. How many things are named by this word? 
or, How many objects of the class hooTc (using the 
class name thus) are mentioned by this noun? One. 
Drill. ■ 



PLANS FOR GRAMMAR LESSONS. 



37 



3. Several objects presented thus singly: the name is 
brought from the pupils in each case. B.B. and drill 
on each name, bringing out clearly that each names 
but one of the objects of the class of objects repre- 
sented by the noun. Place names in a column. 

4. Rapid review, going over all these names, leading class 
to see the one common characteristic, — each names 
one thing. 

5. A collection of objects of the same kind presented to 
the class (objects different from those used before will 
bring in greater variety). The pupils are called on 
to give one word that will name the collection: say, 
pens. B.B. 

6. Question as before. For how many things does this 
name stand ? or, How many of the class (using class 
name) are named by this word? Bring from the 
pupils the expression, " more than one." 

7. Several names of collections obtained and dealt with 
in a similar manner. 

8. Rapid review, as in 4. 

All the words in both columns are considered in the 
light of "how many things they name." The words of 
one column name single objects ; the words of the other 
column name collections of objects. 

Tell the class that this property or characteristic in 
the word is called its " number " ; and that when we 
think of a word as standing for or naming one thing 
or more than one, we are said to be thinking of its 
" number." 



Bring from the class a general definition of "number," 
in the light of the preceding. Then it will be easy to 
distinguish between the singular and the plural and to 
give these new names. 



38 



PLANS FOR GRAMMAR LESSONS. 



3. 



Teacher gives a number of nouns orally; pupils tell 
the '^number" of each. 

A list of nouns on B.B. ; pupils copy and make two 
lists, according to difference in " number." 
Nouns selected from a page or passage of the Read- 
ing Book may be dealt with similarly. 
The pupils are asked to supply examples of each 
kind. 



GENDER. 

Some nouns are the names of living things (that is, 
of human beings and other animals) ; others are names 
of things without life. Nouns of the first kind are said 
to have gender ; those of the second kind are said to 
have no gender. Of nouns having gender, those naming 
beings of the male sex are said to be of the masculine 
gender; those naming beings of the female sex, feminine 
gender. 

Note. — The term "neuter" should be banished from the 
vocabulary of grammatical terms. 

Review the function of the noun as a naming word, — 
naming things with life, and things without life 

1. A number of nouns are placed on the B.B. (these 
nouns include in nearly equal numbers, masculine 
nouns, feminine nouns, and nouns without gender). 
For the present lesson the gender nouns will be names 
of human beings only. Nouns should be placed in 07ie 
column and arranged promiscuously as regards their 
gender. 

2. The pupils are called on to separate and classify. The 
teacher, at their suggestion, places in one column names 
of living things ; in the other, the remaining names, 
which are names of inanimate objects. 



PLANS FOR GRAMMAR LESSONS. 



39 



3. Rapid drill, calling attention to this distinction, point- 
ing to each noun. All the nouns in one column are 
names of living beings ; all in the other are names of 
things without life. 

4. The class is now told that the names or nouns in the 
first column (the names of living beings) are, on that 
account, said to have gender ; the others are said to 
have no gender. 

5. Good drill on this distinction ; and a definition of 
" gender " may be drawn from it again in indirect form : 
"A noun is said to have gender if it is the name of a 
living thing ; and is said to have no gender, if it is the 
name of something having no life." Or, " When we 
think of a noun as naming some living thing, we are 
said to think of its gender." 

6. Place as the "headings" of two new columns the 
words " man " and " woman." 



Note. — Instead of these headings, the teacher may place the 
following : ' ' Names of beings of the male sex " ; " Names of 
beings of the female sex." The form in 6 is preferable. 

7. The pupils are now called on to divide the words of 
the "gender-noun" column into two classes, — those 
corresponding to the word "man" being placed under 
this word ; those corresponding to the word "woman" 
being placed under this word. 

8. Class is led to see that words in both these new columns 
have gender ; and is told that words in the column 
headed " man " are said to be of the mascidine gender ; 
those in the column headed " woman " are said to be 
of the feminine gender. 

Similar to those suggested in plan for presenting 
" Number." 



40 



PLANS FOR GRAMMAR LESSONS. 



CASE. 

Note. — A modern grammarian uses the term "Subjective 
Nominative." It is to be regretted tliat he has not gone farther, 
and thus lend the weight of his authority to the term "Objective 
Nominative." The term nominative has nothing in the etymology 
of the word to restrict it to the place of the subject. It means, liter- 
ally, the name (the unchanged name). If, therefore, we agreed to 
limit the use of the word nominative to the unchanged name, no 
matter what its position., we could have two "cases" of the un- 
changed name, — the subjective nominative (the unchanged name 
used as a subject) and the objective nominative (the unchanged 
name used as the object of a transitive verb, or of a preposition). 
Usage, of course, makes the combination "objective nominative" 
appear a contradiction of terms ; but it is usage alone which does 
this : etymology does not show any inconsistency. Together with 
these two cases of the unchanged name, we would have one case of 
the changed name, — the possessive. 

A noun when used in a statement or other group of 
words is generally related to some other word in the 
group. This relation we call case, of which there are 
three kinds, — the iiominative Case, the objective Case, 
and the possessive Case. 

Note. — A separate plan for each case will follow; but in this, 
as in all preceding and in all succeeding plans, the analytic process 
may be adopted, and by illustrations the three cases may be pre- 
sented in one lesson. For example, I may place on the B.B. the 
following, and a number of like sentences : "John's father killed a 
bear." I can easily develop the relation of " father," " bear," and 
"John's." Call these relations cases, and name these cases. 

Review or develop the idea of " relation " with refer- 
ence to words, — "John reads." The word "John" is 
related to the word "reads." They make sense when 
taken together. 

NOMINATIVE CASE. 

1. Sentence consisting of noun and verb placed on the 
B.B., — "John reads." 



PLANS FOR GRAMMAR LESSONS. 



41 



2. Class pick out and distinguish subject from predicate ; 
and they will pick out the noun as the subject of the 
verb. 

3. What part of speech is the subject ? What is the use 
of this noun in the statement ? With what word is 
it connected ? To what word is it related ? What is 
the relation ? It is related to the verb by being its 
subject. 

4. Build up from "related as subject" the expression 
" subjective relation." The noun is in the subjective 
relation to the verb. Drill. 

5. Take a number of examples, dealing with them in a 
similar manner, and with thorough drill, — each noun 
is in the subjective relation to the verb. 

Rapid Review. All these nouns are in the subjective 
relation to the verb. 

Tell the pupils that to express this relatioa to another 
word, we say the noun has case, meaning, thereby, relation. 
Drill. This noun (pointing to first noun) has ? Case. 
This noun (pointing to second one) has ? Case ; etc. 
What case ? The subjective case. Tell the pupils that, 
instead of saying subjective case, we say nominative case. 
Good drill on this name. Write it on B.B. 



Obtained from the pupils in the usual way ; a hint is 
given that '' nominative case " may include other forms of 
relation, forms which the ]3upils will learn later. 

1. Sentences on B.B. (no case used other than nomina- 
tive). Pupils pick out examples of nominative case, 
and tell why. 

2. Reading Book used for same purpose. 

3. Pupils make up sentences containing nouns in nomina- 
tive case. 



42 



PLANS FOR GRAMMAR LESSONS. 



OBJECTIVE CASE. 

Develop the general idea expressed by the word 
"object," anything in the way of sight, touch, action, etc. 

1. Place on B.B. sentence containing transitive verb 
with object, — "John broke the stick." 

2. The class give the word expressing the action, and the 
word naming the thing or object (use this word) acted 
upon. 

3. The idea of grammatical object is then developed, care 
being taken to distinguish the object of the action 
from the object of the verb, — the thing from the 
name of the thing. Thus : 

4. What part of speech is the object of the verb ? What 
is the use of this noun in the statement ? With what 
word is it connected ? To what word is it related f 
What is the relation f It is related to the verb as its 
object. Drill. 

5. Take other examples, etc. 

Note. — The plan will now be followed out in a manner similar 
to that set down for the nominative case ; and it may be shown 
that the objective relation of the noun may sometimes depend on a 
prepositiou. 

POSSESSIVE CASE. 

The ideas presented by the words "possessor" and 
" possession " are presented to the class in a general way. 

1. The teacher gets an article belonging to one of the 
pupils. 

2. Bring from the class a statement showing to whom it 
belongs, — " That is John's book." 

3. The object is placed on the teacher's desk. The class 
is asked to make a statement, telling where John's 
book is. "John's book is on the table" {or, "John's 
book is on the teacher's desk"), thus giving two pos- 



PLANS FOR GRAMMAR LESSONS. 



43 



Generaliza- 
tion. 
Technical 

Term. 
Definition. 
Practical 
Exercises. 



sessive forms (although ^Derhaps one form is enough 
for the time being). This form is written correctly on 
B.B. ; that is, the possessive form is correctly marked 
by the teacher, without any comment. 

4. Eeview the nouns in this sentence, — John^s, hook, 
table. 

5. The teacher points to the word John's, and questions 
the class as to who is named by this word. The class 
will point out the boy who is thus named. 

6. Ask John to go to the B.B. ; ask him to write his 
name as he usually ivrites it. He will write it thus : 
John. 

7. The class is now led to see the difference in foi^m 
between the two words. Each of them names the boy, 
but in the case of John's a change is made to show 
that the person is spoken of as a possessor. Drill. 

8. Talk with the class on the way in which the change 
is made. 

9. Use other examples in the singular, with good drill in 
each case. 

Note. — This may be enough for one lesson; but the teacher 
may, at his discretion, introduce the plural form, marked in the 
possessive by the apostrophe only. 



- As in two preceding plans. 



COMPARISON OF ADJECTIVES. 



Topic. Two objects of the same kind and having a common 

quality may be compared so as to find out which has 
more of the quality than the other. Three or more 
objects of the same kind and having a common quality 
may be compared so as to find out which of them has 
most of the quality. To express this " more " of the'' 



44 



PLANS FOR GRAMMAR LESSONS. 



quality or "most" of the quality, the adjective express- 
ing the quality is changed. The adjective thus changed 
is said to be compared, and the changes are called degrees 
of comparison, of which there are three, — the positive 
degree, the comparative degree, and the superlative de- 
gree. 

Note. — It is the objects wliicli are "compared," but this term 
is transferred to the word or adjective. 

Review definition of qualitative adjective ; bring out 
ideas underlying comparison, contrast, and degree. 

1. Draw a long line on B.B. 

Note. — This plan will develop long, longer, and longest. Broad, 
broader, and broadest may be used very conveniently for a 
first lesson. By means of two pieces of ribbon — a narrow 
one and a broad one — the, idea of broad may be brought 
out ; then the lesson may proceed in a manner somewhat 
similar to the following development, which uses long. 

2. Bring from the class the statement that it is a long 
line. (By contrast with a short one in case of diffi- 
culty.) 

3. Draw another long line, the same length as the first 
line. 

4. Covering first line, bring from the class the statement 
that the second line is a long line. 

5. The class is next led to see that both lines have same 
length; each is a long line; both are long lines; both 
have same length. Good drill. 

6. Rub out second line and draw a neiv line for No. 2, — 
a line somewhat longer than the first. 

Note. — It has been suggested that, instead of rubbing out the 
second line and putting in a new one longer than either of 
the first two lines, the old line, No. 2, may be prolonged, 
thus marking it longer than No. \. Some teachers prefer the 
plan given above. 



PLANS FOR GRAMMAR LESSONS. 



45 



Generaliza- 
tion. 



Technical 
Term. 



7. ) As in 4 and 5, with the necessary omissions from 5 ; 
8. ) thus, " each is a long line ; both are long lines." 
9. The class is now called on to compare the lines as to 
length. Have these two lines the same length ? If 
they have not the same length, how shall we state 
this fact ? The pupils will say, " They are not the 
same length," or, " One is longer than the other," or, 
" The second line is longer than the first." 

10. Bringing the words from the pupils, the teacher puts 
the words "long line" opposite first line, at the left ; 
and "longer line" opposite second line to the left. 

11. Draw a third line, the longest of the three, and 
develop as before, — it is a long line ; then, the first 
is a long line, the second is a long line, the third is a 
long line; but the third is the longest line. 

12. Write (pupils tell the words) "longest line" opposite 
third line, at the left. 

13. Drill. Why did we say lo7iger line in the second case ? 
Because the second line has more of the quality of 
" longness " or length than the first line. Why did 
we say " longest line " in the third case ? Because 
the third line has most of the quality of " longness " 
or length. ^ 

14. The teacher presents other illustrations, objectively, 
such as, tall, high, deep, rough, etc. 

15. Now call the attention of the pupils to the change in 
the form of the adjective, and to why this change is 
made. {How it is made may, or may not, be referred 
to in this first lesson, the special point being the fact 
that a change is made. 

Each of these adjectives is changed, and changed for a 
certain purpose. 

We call this change comparison (B.B.), and each 
change as it is made is called a degree or step in the 



46 PLANS FOK GRAMmIr LESSONS. 

comparison, thus giving us three degrees or steps, 
positive, comparative, and superlative. 

> As in former plans. 



INFLEXIONS 



OF THE VERB, — VOICE, 
AND TENSE. 

VOICE. 



MOOD, 



With a certain form of the verb, its subject names the 
actor, or doer of the action; with another form, the subject 
names the object or thing acted upon. This property of 
the verb (or change in its form) is called voice; the first 
form being called the active voice ; the second, the pas- 
sive voice. 

Note. — In the "active voice" the thing named by the subject 
of the verb is active, that is, doing something; in the "passive 
voice," the thing named by the subject is passive, that is, doing 
nothing, but having something done to it. These active and passive 
states of the things spoken of give the names to the verbs. 

Every transitive verb suggests three things, — an 
action, an actor, and a thing acted upon ; and the state- 
ment made by the transitive verb includes three things, — 
a subject, a verb, and an object of the verb. 

Note. — Care must be taken in this lesson to distinguish care- 
fully between words and things. For example, do not allow the fol- 
lowing: "The subject of the verb is the actor," or, "The object of the 
verb is acted upon." The subject of the verb names the actor, etc. 

1. Sentence on B.B. This sentence will have a transitive 
verb, with object, — "John broke the window." 

2. The class is questioned as to what the action is, and 
who performs it. The action of breaking, and John 
(the person, John) peforms the action. 

3. Attention is called to the verb and its subject. The 
verb b7'oke has for its subject the noun John. Bring 
this from class by questioning. 



PLANS FOR GRAMMAR LESSONS. 



47 



4. 



The class is led to see that with this form the subject 

of the verb names the actor or doer of the action. 

Drill. 

The form is now changed by the teacher, or by the 

teacher with the help of the pupils. 

Note. — It is not well to ask the pupils to make the complete 
change. It will be only guess work with them. The teacher, 
as has been suggested, may do this work, or have the pupils 
complete the sentence when the teacher writes the neiv subject 

on the B.B., — " The window ." Say to the class, " What 

statement may we make about the window ? " Even in this 
case the pupils may not see the point. 



IS 



now, " The window was broken by 



The form 
John." 

6. The class is led to see that with this form the subject 
of the verb names the thing acted upon. Question the 
class so as to bring out this point. 

7. Drill on the contrast, — with one form of the verb we 
have, etc. ; with the other form of the verb we have, 
etc. 

8. Take other examples and deal with them in a similar 
manner. 

Here we have two verb-forms, — the subjects in one 
group name the actors, the subjects in the other group 
name the things acted upon. 

Tell the class that this property in the verb, or differ- 
ence in form, is called voice, and that the first form is 
called, etc. 

Bring from the class simple definitions of voice, active 
voice, and passive voice. 

1. Sentences given orally by teacher ; pupils tell what 
the verbs are, and whether they are in the active voice 
or in the passive voice. 



48 



PLANS FOR GRAMMAR LESSONS. 



2. Sentences written on B.B. by teacher ; pupils copy 
and deal with them as before. 

3. A page or pages of the " Reader " used for same pur- 
pose. 

4. Pupils are called on to change from active voice to 
passive voice, and vice versa. 

5. Pupils compose a number of sentences of each kind. 

MOOD. 

There are different ways in which the attribute or 
fact indicated by the verb is connected in thought with 
the thing named by the subject. This relation, as ex- 
pressed by the verb, is called the mood of the verb. 

Note. — The analytic plan may be used successfully in this 
connexion. The teacher may place on the B.B. sentences such as 
the following : Change your conduct ; He changes (or changed) 
his conduct ; Will he change his conduct ? Unless he change his 
conduct he will lose his place. Here we have a command^ a direct 
statement, a direct question, and a presentation of something which 
is simply thought of, not spoken of as an actual or possible fact. 
The class may be told that this light in which we look upon the verb 
is called its mood, and after other examples the class may be told 
that the first example presents the verb in what is called the imper- 
ative mood ; the second and third examples, the indicative mood ; 
and the fourth, the subjunctive mood. It may be said that a long 
study is needed by pupils — indeed, by grammarians — before some 
of the so-called moods are thoroughly understood. 

IMPERATIVE MOOD. 



Review definitions of verb and statement ; and bring 
from class some ideas about a command. 

1. The teacher selects one of the pupils, — John. 

2. Teacher says : " I shall make the B.B. talk to John ; 
and I wish John to be guided in his action by what 
the B.B. says to him." 



PLANS FOR GRAMMAR LESSONS. 49 

3. Teacher writes on B.B., ^^Lift your book"; calls 
John's attention to it, and asks him to do what is 
suggested by the words on the B.B. John performs 
the action. 

4. The attention of the class is now called to what 
John did, and why he did it. He carried out or 
obeyed a coTumand. 

5. Question the class : " What told him to do this ? " 
" What gave him the command ? " The verb. 

6. Drill. Then the verb is used in this group of words 
to give a commcmd. 

7. Other examples bringing out the same idea. 

8. B.B. summary. " Some verbs are used to give a 
command." 

9. The class is now asked to make a statement about 
what John does or did in obeying the first command. 
Bring from the class, "John lifts his book," or, 
"John lifted his book." 

10. Bring from the class that this is a statement; the 
verb is used to make a statement. 

11. Give or bring from the class other statements, if 
possible using the verbs used in imperative mood. 

12. Good drill with B.B. summary. " Some verbs are 
used to make statements.''^ 

Note. — Some teachers omit from the first lesson the develop- 
ment of the direct question. It can be easily presented if the 
teacher so desire. Teacher says to the pnpils : " If I left the 
room when I made the B.B. talk to John, and wished to know 
on my return whether he carried out the command, what 
would I say ? " " Did John lift his book ? " Lead class to 
see that this is a dit-ect question., and proceed as in the case 
of the statement. 

13. Place on B.B. the sentence, "Unless John lift his 
book it will be taken from his desk." 



50 



PLANS FOR GRAMMAR LESSONS. 



14. 



15. 



16 



Summary 

and 

Technical 

Term. 



Practical 
Exercises. 



Note. — It is very difficult to bring out tlie subjunctive form 
objectively. It is more easy for the teacher and pupils that 
the teacher place the sentence at once on the B.B. 

Call the attention of the class to the verb lift in this 
sentence. It does not give a command ; it does not 
make a direct statement ; it does not say that he will 
lift his book, or will not .lift his book; it simply 
presents something thought of. 

Other illustrations are presented to the class for the 
purpose of bringing out this point clearly. 

Note. — The teacher must not be disappointed if the pupils 
have not a very clear idea of the function of the verb in this 
connexion. A long time of study is needed for a thorough 
understanding of this mood. 



B.B. summary. " Some verbs are used to represent 
the action or attribute as merely thought of." 

Now call attention to the three forms; give good 
drill, and tell the pupils that these different ways in 
which the verb is used are called its moods or its mood; 
that the first way is called the imperative mood; the 
second, the indicative mood; and the third, the subjunc- 
tive mood. 

1. Picking out verbs from sentences, and telling the 
mood. 

2. Pupils compose sentences to exemplify the different 
moods. 



Topic. 



TENSE. 

Note. — In this lesson it is important to distinguish between 
time and tense. Time refers to the action; tense, to the ivord 
expressing the action. 

An action may be spoken of as taking place now ; or 
as having taken place in the past ; or as about to take 
place in the future. The change which takes place in 



PLANS FOR GRAMMAR LESSONS. 



51 



the verb to mark this change of time, or tjie 2)roperty in 
the verb marking this change of time, is called the tense 
of the verb. Of tense there are three forms, correspond- 
ing to the three natural divisions of time. These forms 
are called the present tense, the past tense, and the future 
tense. 

Bring from the class the three natural divisions of 
time, and that if we speak of an action we must refer it 
to some one of these three divisions of time. 

1. The teacher lifts the bell, and says, while he is doing 
so : "I lift the bell." This statement is placed on 
the B,B. 

2. The class is questioned regarding the verb and the 
action expressed by the verb, — the verb lift; the 
action lifting. 

3. Teacher says to class : " Now when I say, ' I lift the 
bell,' at what time is the lifting going on ? " Just at 
time of speaking, at the 2)resent time. 

4. Drill. "Lift, therefore, in the expression, 'I lift the 
bell,' expresses what is going on at the time of speak- 
ing, or at the present time." Pupils carefully look at 
form of word. 

Note. — Other illustrations may be used here to strengthen 
this idea ; but some teachers proceed at once to a new 
form, 

5. Teacher says to class: "Now, if I wish to let you 
know that this action of lifting took place yesterday 
or last week, would the form ' I lift ' be suitable for 
the purpose ? " " No." If not, what form would be 
suitable and proper ? "I lifted." 

I^OTE. — There is a well-grounded objection to forms of ques- 
tion which require " Yes " or " No '' for answer. But some- 
times, as in this case, the simple negation, or shutting out of 
that particular form, makes the contrast plainer and stronger. 



52 



PLANS FOR GRAMMAR LESSONS. 



6. Why was "I lift" changed into "I lifted"? to ex- 
press what ? An action that took place in the past, 
or in past time. 

7. Drill. "I lifted" expresses past time. Pupils look 
carefully at the fo7'7n of the word ; there is a change. 
Note, — See Note under 4. 

8. Teacher says to class : '^ If I wish to tell you that 
this action of lifting will take place to-morrow, will 
either of the two forms already given serve the pur- 
pose ? " " iSTo." " If not, what change shall I make ? " 
A change to, "I shall lift the book to-morrow," or, "I 
shall lift the book." 

Note 1. — See Note under 5. 

Note 2. — The plan of analyzing the expression " I shall lift " 
into an indicative and an infinitive form, "I shall to lift," 
may be left to later and more scientific investigations in 
grammatical structure. 

9. Why this second change ? to express what ? An 
action which will take place in the future, or, rather, 
to tell that an action will take place in the future. 
Note. — See Note under 4. 

10. Eeview and drill. There are three forms : one ex- 
pressing present time of action ; another, past time ; 
another, future time. 

11. Attention is now called to the three forms, to the 
changes. Why the changes ? We changed the form 
of the word when there was a change of time to be 
expressed. 

The pupils are told that this change in the form of 
the word, or this property in the word, is called its te7ise. 
Tense refers to the ivord; time, to the action. 



As in former plans. 



PLANS FOIi GRAMMAR LESSONS. 



53 



THE INFINITIVE MOOD. 

Note. — Sometimes this topic is included in the gerund, — the 
infinitive being presented as one form of the gerund. The infini- 
tive receives separate treatment here. (See plan on the Gerund.) 

Some verbs are limited by their subjects as to number 
and person; others are not so limited. A verb of the 
first kind is called a finite verb ; one of the second kind 
is called an infinitive verb or a verb in the infinitive mood. 
The latter very often takes the place of a noun, and may, 
therefore, be the subject or the object of a verb. (Later 
it may be shown that the infinitive sometimes takes the 
place of an adverb, but the so-called substantive use is the 
natural use of this form.) 

Write on B.B. the following sentences : — 
(a) I am here ; 
(&) John am here. 
The pupils are called on to read these sentences and to 
decide as to their correctness. " John am here " is not 
correct ; " John is here " is the correct form. The form 
of the verb must conform to the " person " of its subject. 

Again, ^^^^ John is here ; 

(6) John and James is here. 
Deal with these in a similar manner. The latter must 
be changed, because the form of the verb must conform 
to the "number" of the subject. 

Tell the class that the verbs in this case are said 
to be limited; that is, limited in number and person by 
the subject. From this the word finite may be easily 
developed, by referring to the word finis at the end of a 
book, finis meaning an end or limit. 

1. Place on B.B. the following sentences : — 
(a) I love to study ; 
(6) John loves to study. 



54 



PLANS FOR GRAMMAR LESSONS. 



Generaliza- 
tion. 



Technical 
Term. 



2. What are the verbs in these sentences ? Love and 
study. 

3. Why is love changed to loves in the second line ? To 
agree with the subject in "person." What do you 
notice about the word study in each sentence ? It is 
the same in both ; there is no change. 

4. The class may be led to tell why there is a change in 
one verb, and no change in the other. Love and loves 
agree, each with its own subject, in person. Study 
is not affected by any subject. Love has a subject; 
study has not. 

5. Take other illustrations similar to this, — one verb is 
limited; the other is not. 

6. Place the following sentences on B.B. 

(a) To ride is a pleasant exercise ; 
(5) To row is a pleasant exercise. 

Combine. To ride and to row are pleasant exercises. 

7. The attention of the class is called to the change from 
is to are, denoting a change in "number" in the 
subject. There is no change in ride or row; they do 
not depend on any subject. 

8. Other illustrations may be taken for a similar pur- 
pose. 

Note. — Should the adverbial function of the infinitive be used 
simply as an aid to showing the Jinite form as opposed to the 
infinitive, witli no reference to function, that form will be found 
helpful. Thus : — 

(a) The glutton lives to eat ; 

(/>) The wise man eats to live. 

Compare lives and to live ; to eat and eats. ' 

There are certain verb forms which express the action 
in a general ivay, with 7io limitation of number or person. 

Each of these forms is called an infinitive (opposed to 
finite), or is called the infinitive mood of that verb. 



PLANS FOR GRAMMAR LESSONS. 



55 



As in former plans. 



Note. 
lesson. 



THE GERUND. 

See Note under "Infinitive Mood" in plan for that 



The gerund (verbal noun) is a part of the verb. It 
ends in ing, is used as a noun, and may, therefore, be the 
subject of a verb, the object of a verb, or the object of a 
preposition. 

If it is formed from a transitive verb, it retains the 
governing power of the verb. 

Eeview verb, action, how that action is named gener- 
ally, — read, reading ; walk, walking ; etc. 



1. Place on B.B. the following sentences : " Rowing is 
a healthy exercise," or, " Skating is a healthy ex- 
ercise." 

2. Bring from the class the subject of the verb. What is 
the subject of the verb in the first sentence ? Moiv- 
ing. 

3. Now investigate : From what part of speech is rowing 
derived ? From the verb roiv. How is it formed ? 
By adding ing. What is its use ? It is the subject of 
the verb, and therefore takes the place of a noun, and 
may be called a noun. Drill on this general use. 

4. Take another illustration, such as the following : " I 
like walking," or, " I like reading." 

5. Bring from class the function of the words walking 
and reading, and then investigate as in 3. 

6. (At the discretion of the teacher.) Such examples as 
the following may now be introduced : " Losing his 
fortune drove him mad." "He injured himself in 
injuring them," — where the verbal form is a part of a 
group. Thus, " Losing his fortune " is the logical 



56 



PLANS FOR GRAMMAR LESSONS. 



subject; "Losing" is the bare subject. "Injuring 
them "is the real object of in; but injuring, alone, 
may be taken as the object, which retains the govern- 
ing power of the verb from which it is derived, thus 
governing him in the objective case. 

All these words are alike in certain particulars, — 
they are derived from verbs; they end in ing ; and they 
are used as nouns. 

The class is told that these words are called gerunds, 
which is another name for verbal nouns. 



As in former plans. 



THE PARTICIPLE. 

The participle is a part of the verb, used as an adjec- 
tive, and thus modifies the meaning of a noun. (Parti- 
ciple — participates in the nature of the verb and the 
adjective.) There are two forms : one ending in ing, 
the other ending in en, d, ed, or t. That ending in ing is 
called the imperfect participle ; the other, the perfect par- 
ticiple, which, when formed from a transitive verb, may 
have an object. 

Note. — In such examples as '•'■ waving branches," ^'•cheering 
words," '■'•foaming waves," '■'■ alarming news," it is hardly neces- 
sary to deal with these as other than ordinary qualitative adjec- 
tives. It is in more complicated constructions that the true parti- 
cipial nature is seen. 

Review Verb, Adjective, and Transitive Verb. 

1. Sentence on B.B. : "Hearing the noise, John went to 
the window." 

2. The class is called on to divide the sentence into logi- 
cal subject and logical predicate. Good drill. 

3. Class is asked to give hare subject. " John." 



PLANS FOR GUAMMAU LESSONS. 57 

4. What are the other words belonging to the subject ? 
"Hearing the noise." What use? They refer to 
John, — to a noun ; and therefore take the place of 
an adjective. 

5. What is the word which particularly describes John, 
or tells something about him ? The word " hear- 
ing." 

6. Now investigate. From what part of speech is this 
word derived ? what use ? It is a word derived from 
a verb and used as an adjective, modifying the mean- 
ing of the noun John. (Do not refer to the form 
until a later period of the lesson.) Good drill on 
these two characteristics of the word. 

7. Take other illustrations of this use of the part of the 
verb ending in ing, such as, — 

(a) Quitting the forest, we advanced into the open 

plain ; 
(6) He strode up the hall, boiving right and left to 

the guests ; 
(c) Smiling scornfully, he strode into the circle ; 

bringing out, by thorough drill, the adjective use of 
the word, and its derivation from a verb. 

8. Take illustrations of verbal adjectives with the other 
terminations and deal with them similarly, — 

(a) Frightened by the noise, he ran away ; 
(6) Hope deferred maketh the heart sick ; 

(c) Mounted on a splendid charger, the general rode 
in front ; 

(d) Written in a hurry, the essay wanted strength ; 

(e) Built by an experienced man, the house was very 
comfortable ; 

bringing out the verbal and the adjective signifi- 
cations. 



58 



PLANS FOR 'GRAMMAR LESSONS. 



Generaliza- 
tion. 
Technical 

Term. 
Definition. 
Practical 
Exercises. 



9. Eeference may now be made to the form of the par- 
ticiple, although this does not in any way affect its 
nature or function, which is the main point of the 
lesson. 



Developed as in former plans. 



